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04 April 2024 | Story Leonie Bolleurs | Photo Stephen Collett
Prof Frank Zachos
Prof Frank Zachos recently delivered his inaugural lecture on the UFS Bloemfontein Campus.

Prof Frank Zachos, a scientist and Head of the Mammal Collection at the Natural History Museum (NHM) in Vienna – one of the world’s largest natural history museums – recently delivered his inaugural lecture at the University of the Free State (UFS) on the Bloemfontein Campus.

His lecture was titled: Of bat bombs and super moms – the wondrous and wondrously curious world of mammals.

Prof Zachos, an affiliated researcher at the UFS, says he chose mammals as the topic of his lecture because he is a mammalogist and curator of mammals at the Natural History Museum. Additionally, he collaborates with Prof Paul Grobler, Head of the Department of Genetics, on mammal projects.

Exposure to almost unparalleled biodiversity in SA

With a mixture of entertaining fun facts and some proper research results, he presented his lecture, providing an overview of some of the most interesting aspects of mammals. These included their different ways of reproduction: the platypuses laying eggs, the tiny marsupial offspring growing in a pouch, and placental mammals having long gestation times. Furthermore, he compared levels of biodiversity in South Africa and Europe and highlighted some particularly bizarre mammals, such as the aye-aye, naked mole-rat, the platypus, and two extinct South African ungulates from their collection in Vienna – the quagga and the blue antelope.

Prof Zachos also discussed his own research on blue antelope genetics, as well as research on other species, in the context of the detrimental impact humans have on mammals and other wildlife.

Moreover, his lecture included a reference to Project X-Ray, a story of how the US army pursued an unsuccessful plan to use bats as carriers of mini bombs in World War II.

Prof Zachos, who is specifically known for his research on the systematics, biogeography, and genetics of red deer, as well as his theoretical work on the species problem (‘what is a species?’ –  one of the most hotly debated topics in evolutionary biology), is affiliated with the UFS due to his longstanding collaboration with Prof Grobler. He says they have known each other for a long time, have published together, and that he has also served as an external reviewer for several theses coming from the Department of Genetics.

“Apart from this personal connection, what made this collaboration particularly interesting to me from a professional viewpoint, is the rich wildlife biodiversity and the research focus of Prof Grobler’s research group, which overlaps significantly with my own longstanding interests,” adds Prof Zachos.

“Working with Prof Grobler, I am involved in studies on the genetic diversity and structuring of different mammal species occurring in South Africa. The opportunity to spend time in the field for sample collection and other activities is definitely also a highlight,” remarks Prof Zachos.

Ideal combination of academic and personal growth

Regarding his connection with the UFS and its impact on shaping the future direction of his research, he states that he has a strong interest in antelopes – a group of mammals not found in Europe, but very prominent in South Africa. “Apart from that, people in the Department of Genetics have expertise in relevant areas that I personally do not have, for example bioinformatics. For me, it is the ideal combination of academic and personal growth, and I am very grateful to have this unique opportunity.”

He believes that his affiliation with the UFS and its Department of Genetics will continue to provide him with opportunities to expand his research and knowledge to different species and ecosystems.

Beyond science, he says that he has developed an interest in the country as well. “I have been reading books about South Africa, and I consider myself very privileged to have a second academic home here, which gives me the opportunity for exchange with people of different backgrounds,” he comments.

News Archive

UFS study finds initiation does not build character
2015-06-24

Photo: Canva.com

Initiation at schools and school hostels does not build character or loyalty. On the contrary, it is a violation of human dignity and the rights of children.

This is the opinion of researchers from the University of the Free State’s Faculty of Education after an exploratory study of initiation practices in schools.

Although the use of initiation in schools and school hostels is forbidden by the Regulations to Prohibit Initiation Practices in Schools, the study found that this practice is still widely evident in schools. The study also found that, in some cases, teachers and/or principals take part.

In the study, led by Dr Kevin Teise from the Faculty of Education, it was found that physical deeds and even violence and emotional degradation were inflicted under the guise of ‘initiation’.

The study was discussed recently during a panel discussion between the Faculty of Education, the Faculty of Law, and the Institute for Reconciliation and Social Justice.

The ‘initiation activities’ that take place during school hours ranged from carrying senior learners’ bags or doing other favours for them, handing over their food or food money, doing senior learners’ homework, and looking down when they speak to senior learners.

In school hostels, it was found that learners were expected to do humiliating things, and were also subjected to physical demands and even violence. Learners pointed out that they were smeared and beaten, their heads pushed into toilets, they had to bath or shower in cold water, they had to eat strange things, and they were prevented from sleeping.

Dr Teise says initiation practices are a general phenomenon in the schools and school hostels that took part in the investigation. Newcomers were subjected to silly and innocent practices, but also to physically and emotionally degrading, and even dangerous ones, before and after school, and during breaks and sports- and cultural gatherings.

“The study’s findings give every indication that the constitutional principles on which the policy document, Regulations to Prohibit Initiation Practices in Schools, is modelled, are not being put into practice and respected at these schools. Policy documents and school rules are pointless if learners, old pupils, parents, teachers, and the broad community consider initiation an acceptable behaviour that is, ostensibly, an inseparable part of school or hostel tradition and of the maturation and/or team-building processes.”

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